Analyzing the interaction of performance appraisal factors using interpretive structural modeling

In today's changed environment where the economy and industry are driven by customers, business is open to worldwide competition. Manufacturing firms have looked at employee performance improvement as a means to succeed. These findings advocate setting up priorities for employee performance improvement. This requires a continuous improvement training program. In this article, interpretive structural modeling is used to analyze interrelationships among performance appraisal factors to design and plan a training program for employees.     

Performance appraisal applied to leadership

Performance appraisal is a measurement process of how well an individual is doing her or his job. In most organisations, this appraisal is an annual event. Generally, it is done to encourage job performance, to flag areas that need attention, to inform both parties as to expectations. Much of the literature speaks to this process in terms of the performance appraisal of the employee. However, the leader’s performance is as important to the success of an organisation as the employee’s. This article provides comment on actual use of a survey on leader performance. In so doing, the article highlights how a process, performance appraisal, can be responsible for undesirable consequences when results and actions taken are not necessarily aligned.     

“绩效雷达图”的设计及其在员工绩效能力考评中的应用

将财务分析中的雷达图分析法引入员工绩效能力考评,设计出对员工单个时期或多个时期绩效能力进行考评的绩效雷达图。这种考评方法,可以更加科学、公正地对员工的绩效能力进行评估,并将绩效能力评估的结果一目了然地表达出来,使评估者更直接地了解被评估者的绩效和能力,包括一个人单时期的绩效能力、一个人多时期的绩效能力、多人单时期的绩效能力情况和多人多时期的绩效能力情况。绩效雷达图还可以对员工进行长期的绩效能力跟踪,有助于企业进行科学的薪酬管理。     

Competence Development and Appraisal in Organizations

This contribution focuses on the way in which employees and managers perceive themselves and each other. Based on two PhD-projects, one in which differences between self-ratings and supervisor ratings have been studied, and one in which the focus was the differences between team leaders' self-perception and the team members' perception, it was concluded that supervisors and employees have a different view on the competencies and behavior of one another. Some explanations for these results are given. Also, implications for competence development and appraisal of employees and managers will be described.     

中国文化背景下员工敬业现状调查研究

为了了解中国文化背景下员工敬业的现状,采用《中国员工敬业量表》调查了355名被试,结果表明,中国员工的敬业不存在性别差异;不同工龄员工之间的敬业不存在显著的统计学差异;年轻的员工敬业程度更高;学历越高敬业程度越高;港台资企业员工的敬业程度高于国有企业和民营企业;中高层员工的敬业得分高于低层员工。中国文化背景下的员工敬业特征不同于西方员工。     

Training vs. Performance Support: Inadequate Training is Now Insufficient

Three of the five prerequisites for change to a performance support system orientation exist: (a) Need and sponsor dissatisfaction with the status quo; (b) available and affordable alternatives; and (c) mindsets. The missing conditions are the development of a critical mass of people with vision who have the knowledge and skill to proceed, and the development of a sufficient transition and implementation strategy. Currently, a limited few are sufficiently familiar with the new alternatives—and while they have made the required mindset shifts, they are insufficient in number and not at sufficient organizational levels to sponsor the development of performance support systems. The key to developing effective performance support system strategy development and implementation is achieving the mindset or frame of reference shifts among those persons who can sponsor and fund the change and among the functional representatives who must participate in the change. The performance system view must be sold with benefits to the employees involved, to the overall organization, and to the functional participants in mind. Our current business problem is inadequate employee performance. Throwing in more traditional training events, regardless of whether they are interactive or not, will not solve it. The outcomes of traditional training are simply inadequate. And inadequate is now (and probably always was) insufficient. We have the technological means to develop and implement alternatives, but in order to accomplish the results we need, our view must shift from training to learning and then to performance. The focus must shift from rigidly defined content and training program structure, created by an instructional designer, to truly individualized learning experiences created by the learner. We must get out of our historical mindset and organizational boxes and take the broader and longer view. The future requires it. We must make a difference by affecting employee performance.     

The role of poly-victimization in predicting differences in foster youths’ appraisals

The present article examines the role of poly-victimization (i.e., number of categories of maltreatment experiences and total maltreatment exposure) in predicting differences in appraisals for 272 youth in foster care (ages 8–21). Poly-victimization was hypothesized to be predictive of negative appraisal valence (i.e., interpreting the impact of a stressful life event as being bad/negative) and appraisal rigidity (i.e., interpreting the impact of life events as being consistently positive or negative across different events) above and beyond any single category of maltreatment. Results show a high prevalence of poly-victimization, such that those youth who experience only one form of maltreatment (e.g., physical, sexual, psychological, or neglect) are among the minority of maltreated youth. Additionally, results show that total maltreatment exposure, accounting for not only different categories of maltreatment but also different types or forms of maltreatment within those broader categories, is the most predictive of negative appraisal valence, above and beyond single categories of maltreatment and number of categories of maltreatment experienced. Contrary to the study’s hypothesis, neither total exposure nor number of maltreatment categories experienced is significantly predictive of appraisal rigidity above and beyond single categories. Correlations also show that less rigid or more flexible appraisals are associated with more maltreatment experiences than are rigid appraisals. The current study highlights the importance of examining maltreatment from a poly-victimization perspective and begins to explain why some youth have more negative appraisals than others.     

Individual differences in children's risk perception and appraisals in outdoor play environments

Child characteristics including age, gender, risk-taking behaviour and sensation seeking are thought to influence children's ability to appraise risks. The present study investigated children's risk perceptions and appraisals in the context of common outdoor physical play activities. Risk perceptions and appraisal of four- and five-year olds were assessed using a pictorial risk appraisal measure and through individual semi-structured interviews examining children's decision-making. Sensation seeking and risk-taking behaviour were assessed using self- and parent-report measures. Results revealed that the children were able to identify injury risk behaviours however differentiating the severity of the potential injury was less accurate. Furthermore, the children appeared to use these judgements in their play to inform their behaviour whilst using playground equipment. Whilst they actively sought out those activities that offered challenge and excitement, they were aware of their abilities and showed caution in engaging in activities that were beyond their current capabilities. The results have implications for the provision of calculated risk-taking in outdoor play and for adult responses to the risk-taking behaviour of children.     

When enough is too much: Communication apprehension and employee information experiences

This study examines the relationships between supervisor communication apprehension, employee communication apprehension, and employees' reports of information received from their supervisor. Results indicated that supervisor communication apprehension was negatively related to employees' reports of information received. Employee communication apprehension and employees' reports of information received from supervisors were not significantly related. Supervisor communication apprehension was negatively related to the information load reported by employees. Finally, a positive relationship was identified between employee communication apprehension and the information load reported by employees.     

关于专业评估和知识遵从的批判研究

本文借用加拿大安大略省的案例描述一种特定的专业评估方法是如何窒息学术多样性和创新的。这个案例将阐释我们已经注意到的存在于当今北美大学里的几种因素———对有限资助的担忧、随之而来的对问责制和质量的关注以及自然科学的主导作用———是如何汇聚于一个专业评估模式的框架之内 ,既限制了学术发展 ,也妨碍了对学生和社会的服务。作者强调 ,无论如何 ,学科之间的差异是任何评估体系也改变不了的现实 ;一个不合理的评估体系会把某些学科置于只适合于其他学科的框架之内 ,从而阻碍了它们的发展。最终使大学里性质各异的部分结合在一起的是它们之间相互的独立性和共同的对真理的执著追求。一个分权化的评估过程承认多中心专家的自主性 ,并且会大大加强上述这两点。     

The relationships of communication with supervisor and decision‐participation to employee job satisfaction

This study examined the relationship of communication‐related variables to employee job satisfaction. Specifically, employee communication satisfaction with supervisor, perceived supervisor receptivity to information and ideas, employee participation in decision‐making, participation versus desired participation level, and job satisfaction with supervisor, co‐workers, promotions, pay, and work were studied. The subjects for the study were classified employees (secretaries, clerks, lowest level supervisors, etc) in three administrative units (Controller, Personnel, and Admissions & Records) of a comprehensive Eastern university. The communication‐related variables accounted collectively for a substantial amount of variance (76%) in employees job satisfaction. Moreover, communication satisfaction with supervisor and supervisor receptivity in information were found to be more powerful “predictors”; of job satisfaction than the decision participation variables. The study cast some doubt upon the comparative value of participation as a communication strategy with low‐level employees. Specific guidelines for direct application of results and implications for future research were derived from the study.     

Evaluation of university teaching as sound performance appraisal

As research on student evaluations of teaching (SET) has dominated our understanding of teaching evaluation, debate over SET implementation has turned attention away from basic principles for appraising employee performance as established in human resources literature. Considering SET research and its practical significance in isolation from relevant human resources literature not only risks unlawful remedies for issues such as bias in SET but also risks replacing one form of bias with another. Meanwhile, the full potential of human resources tools to support consistent evaluation of teaching remains unrealized. To address this gap, this article clarifies how teaching evaluation can be conducted as sound performance appraisal by deploying SET and peer review of teaching within a larger framework of established human resources techniques. A review of recent literature articulates prominent themes in research on SET and peer review of teaching and outlines key principles for performance appraisal and performance management. Those principles are used to analyze representative faculty evaluation policies and procedures and clarify the weaknesses of both traditional and recently revised approaches to teaching evaluation. The final section elaborates performance appraisal techniques relevant to teaching evaluation. These include planful use of results and/or behavior approaches to performance appraisal, robust rating instruments for behavioral performance appraisal, targeted collection of information from multiple stakeholders, and job analysis. Efforts to de-emphasize quantitative SET data to address issues such as bias can be strengthened through the incorporation of performance appraisal tools that clearly articulate performance criteria and standards and that gather both qualitative and quantitative data on employee performance.     

Selecting job elements to rate in performance appraisals: The human factors approach

The human factors approach (HFA) is proposed as a valid, reliable, and cost‐effective method for generating and selecting job performance elements (JPEs) to be rated in employee performance appraisals. One basic set of JPEs can and should be used to appraise all employees' performance. The HFA is based principally on a simple question: What are the most critical or important things humans can produce/do at work that maximize employee and organizational performance?     

Training Transfer and Transfer Motivation: The Influence of Individual,Environmental, Situational,Training Design,and Affective Reaction Factors

The purpose of this study is to examine the effects of individual, environmental, training design, and affective reaction factors on training transfer and transfer motivation. To determine the relationship between these factors and their influence on training transfer and to test the model, the researchers collected data from employees in the Malaysian banking sector. Structural equation modeling with Amos 16 was used to test the model and determine the relationship. The study suggested that training stakeholders should manage the training program effectively. Transfer is maximized when trainees have social support, high performance self‐efficacy, and transfer motivation. Stakeholders (e.g., trainers, trainees, supervisors, and peers) are important to the training transfer process, as are learner readiness, trainee reaction, instrumentality, and training retention. This study revealed that perceived content validity and transfer design work together and influence the trainee's performance self‐efficacy. In other words, if trainers want to improve the performance self‐efficacy level of trainees, they need to explain how the trainee can transfer the learned skills at the workplace and make sure the content of the training is similar to the actual job. The main objective of training programs is to align the employee's expertise with organizational goals. Organizations can achieve their desired objectives only when employees transfer the learned skills on the job. Unfortunately, employees often transfer only a small percentage of skills they have learned in training. To effectively manage their training programs, organizations need to identify and focus on the factors that resist effective training transfer.     

Managerial Practices and Organizational Conditions That Encourage Employee Growth and Development

This paper focuses on seven major managerial practices and three negative conditions that must be managed to enhance employee growth and development. These managerial practices and conditions have significant potential for human resource development practitioners and performance improvement technologists by providing new perspectives to improve employee performance through employee growth and development activities. Surveys measuring employee perceptions of manager behaviors were administered to 503 MBA and PhD students from the United States, resulting in 463 useable responses. The hypotheses were tested using linear regression and structural equation modeling. Based on the analysis, the researchers found that involving employees in decision making, motivating employees, treating employees as unique individuals, and making certain that managers are effective have the highest influence on employee growth and development.     

Exploring the potential for and promise of incorporating distributive and procedural justices into post-secondary assessment of student learning

This paper explores the potential of incorporating constructs of distributive justice and procedural justice into summative assessment of student learning in higher education. I systematically compare the process used by managers to evaluate employee performance in organizations – performance appraisal (PA) – with processes used by professors to assess student learning in academe. These procedures are remarkably similar in terms of objectives to facilitate and measure performance/learning, criteria for defining desired performance/learning, the procedures used by raters to evaluate performance/learning, and the procedure used by employees and students to assess fairness of their PA/grades. I then summarize empirical research regarding distributive justice (DJ) and procedural justice (PJ) in organizations. Finally, I posit how positive attitudes and behaviors associated with DJ and PJ in organizations might transfer to benefit students, professors, administrators, and universities in academe.     

Symptomatology in adolescents following initial disclosure of sexual abuse: The roles of crisis support, appraisals and coping

ObjectiveThe present study examined possible explanations for symptom development and variability in sexually abused adolescents. A theoretical model of sexual abuse, in which appraisal, coping and crisis support play prominent roles, was tested in a clinical group of 100 sexually abused adolescents.MethodParticipants, aged 12–18 years, completed questionnaires regarding severity of abuse, negative appraisals, crisis support, coping strategies, and trauma-related stress symptoms.ResultsSince severity of abuse had no influence on the association between appraisals and symptoms it was eliminated from our model. Structural equation modeling analyses showed a significant interrelationship between the examined concepts. Adolescents who appraised the abuse as more threatening showed more internalizing and externalizing trauma symptoms. Moreover, more negative appraisals were associated with more avoidance as well as with more active coping strategies. Direct crisis support was associated with less negative appraisals and with the use of more active coping strategies.ConclusionsThe study showed that especially the buffering role of crisis support and the role of negative appraisals explained symptom development and variety in sexually abused adolescents.Practice implicationsAdaptation to sexual abuse includes the ways in which adolescents perceive the event as threatening and harmful, how they cope with the abusive experience, and how they receive direct support from their family. Clinicians, therefore, need to expand the focus of their assessments beyond age- and trauma-specific symptoms, to age- and trauma-specific appraisals, coping, and social support. The assessment of these factors should take place as soon as possible after the disclosure of the abuse. Individualized treatment plans and clinical interventions need to be based on these personal and environmental variables, rather than reliance on the influence of abuse-related characteristics, such as the severity or type of abuse.     

Breaking Mediocrity and Complacency in Bureaucratic Service Cultures: How to Close the Performance Gap by Transforming Expectations

Bureaucratic government and corporate‐services entities are plagued by an organizational inertia of complacency and mediocrity. The principal cause is a reversal of the Pygmalion effect in managers’ expectations of their employees: the giving off of facial, verbal, and nonverbal signals—or covert communication of tacit expectations—indicating that unexceptional employee performance is what they expect. A department‐level solution is proposed that converts managers’ expectations into a Pygmalion‐like resolution—namely, how to engage employees in adopting exceptional performance.     

Equity and lifelong learning: lessons from workplace learning in Scottish SMEs

Workplace learning is identified by UK and Scottish governments as an important means of achieving social mobility, and therefore producing a more equal society. However, there appears to be a patchwork of provision and funding arrangements, making it difficult for employers and employees to identify suitable routes. Analysis of large scale survey data at European and Scottish levels shows that existing inequalities are further entrenched by differential access to and participation in workplace learning, where those with existing high levels of qualification have far greater opportunities. This paper draws on data drawn from an EU Sixth Framework funded study of lifelong learning, focusing in particular on case studies of six Scottish SMEs which are used to identify some of the reasons underlying inequalities in access to workplace learning. Whilst all of the SMEs had a positive approach to employee development, they differed in the type of work they undertook and the composition of the workforce. Employees in knowledge intensive organisations were immersed in a culture where on‐going learning was an expected part of working life, and was driven by both employers’ and employees’ expectations. By way of contrast, more traditional manufacturing and training organisations had a more restricted approach to learning, encouraging employees to undertake courses which would give them the skills to do their jobs more effectively, but with less focus on their wider growth and development. All firms treated lifelong learning with some degree of scepticism, ultimately prioritising company profitability over individual employee development and seeing the two as sometimes at variance. Given the Scottish government’s desire to promote the demand side of skill development, the barriers posed by employers’ attitudes need to be addressed, particularly in relation to lower‐skilled workers in manufacturing firms, who might have less intrinsic motivation, but are also less likely to receive encouragement and support from their employer.     

Enhancing Counseling Gatekeeping with Performance Appraisal Protocols

Academic and site supervisors of counselors-in-training perform the important function of serving as gatekeepers to the counseling profession. Their endorsement of a trainee implies that the trainee is capable of carrying out the role of a counselor in an ethical and effective manner, without endangering clients. Limited guidelines and training in the gatekeeping function pose a problem for supervisors. In the quest for improved gatekeeping processes, the counseling profession may achieve greater clarity and fairness by incorporating performance appraisal protocols from the business and management fields.